EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING PADA MATERI TRIGONOMETRI DITINJAU DARI KREATIVITAS PESERTA DIDIK KELAS XI IPA SMA SE-KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014
Abstract: The aim of this
research was to determine the effect of learning models on mathematics
achievement and learning interest viewed from the students creativity. The
learning model compared were problem posing, problem solving and direct instruction.
The type of the research was a quasi experimental research with factorial
design 3 x 3. The population was the students of senior high school in Kudus
regency on academic year 2013/2014. The size of the sample was 278 learnes
consisted of 98 students in the first experimental class, 81 students in the
second experimental class and 99 students in the control class. The instrument
used were mathemathics achievement test and questioner. The data was analyzed
using analysis variance of two ways with unbalanced of cell. The conclusions of
the research were as follows. (1) Problem solving model has better learning
achievement than problem posing and direct instruction. Students who were
taught by problem posing has better learning achievement than direct instruction,
(2) Students who have high learning creativity have the same learning
achievement as students who have the medium creativity. Students who have high
learning creativity have better learning achievement than students who have low
creativity. Students who have medium learning creativity have the same learning
achievement as students who have low creativity, (3) Students having high and
low creativity that used problem posing, problem solving, and direct
instructional model have the same achievement. While students having medium
creativity that used problem solving model have better achievement than
students that used direct instructional model, but students that used problem
posing and problem solving model have the same achievement, and the students
that used problem posing and direct instructional model have the same
achievement, (4) In each category of learning model, students with high
creativity, medium and low have the same learning achievement.
Penulis: Sugihardjo, Mardiyana,
Riyadi
Kode Jurnal: jpmatematikadd140162
